Achievement Of Biology Students Research Articles

The effect of hands-on activity and problem-based learning on achievement of biology students in Enugu state

The research researched the impact of problem-based learning and hands-on activity on the students' academic performance in biology. The study implemented a quasi-experimental design, specifically a non-equivalent control group design with a pre-and post-test design. The study's population consisted of 2691 students from 32 public secondary schools in the Nsukka. We used a multi-stage sampling procedure to sample 85 SS II students from two intact classes. The researchers developed the "Biology Achievement Test (BAT)" as an instrument for data collection. We used the mean and standard deviation to answer the research question and used the ANCOVA to test the null hypotheses. The study's findings revealed that there is a significant difference in the mean achievement scores of secondary school students taught biology using the hand-on activity method and problem-based learning. According to the study, biology teachers should always use hands-on activities when teaching biology to students. Based on the findings, we recommend training biology teachers through workshops, orientation courses, and seminars on adopting hands-on activities in teaching to enhance students' academic achievement in biology. The study concluded that using hands-on activities in teaching biology is more effective in enhancing students' biology achievement.

Effect of Peer Tutoring Instructional Method on Academic Achievement of Students in Biology and Building Technology Options in Rivers State University, Port Harcourt

Effect of Peer Tutoring Instructional Method on Academic Achievement of Students in Biology and Building Technology Options in Rivers State University, Port Harcourt

Influence of parental involvement and student achievement in biology

Parental involvement has become a priority on school campuses nationwide because of the positive effect on student academic performance suggested by some researchers and the legal mandate of the No Child Left behind (NCLB) Act of 2001 to implement parent participation strategies. This study investigated influence of parental involvement and student achievement in biology. The objectives were to find out how parenting is related to students’ academic performance, to find out the extent to which parenting is related to students’ academic performance, and how parenting influences student’s scientific skills. The study concluded that Parent involvement has a positive effect on students learning outcome hence parents should not relent in giving moral, emotional and financial support to their children’s education. It was therefore recommended that Parents should visit their children’s school and Biology teacher routinely to find out how they are faring in the subject. Parents should supervise children’s study time in the study of Biology.

Influence of parental involvement and student achievement in biology

Influence of parental involvement and student achievement in biology

Teachers’ Academic Qualification, Gender and Teaching Experience as Correlate of Students’ Academic Performance in Biology in Oyo State, Nigeria

Many studies have pointed out different variables as factors determining the student achievement in biology. Such factors include parental, students, teachers and school factors. Previous studies show that these factors prevent students to actively involve in the teaching and learning process. Teachers’ qualification, teaching experience and teachers’ gender have been established to facilitate the teaching and learning process. This study therefore examined the influence of teacher’s academic qualifications, gender and teaching experience on students’ academic performance of Senior Secondary school Students in Biology. The area of the study was Ido LGA. A case study of ten secondary schools formed the research design. Sample consisted of 20 teachers and 200 SSS II Biology students. Random sampling technique was used to select ten schools from the study area. Teacher’s academic qualifications, gender, teaching experience and the SSS II student’s first term result formed the data which was analysed using simple percentage, ANOVA tested at 0.05 level of significance and multiple regression. Four null hypotheses were tested in this study. The findings of the research shows that there was a great significant influence of the teacher’s academic qualifications [F = 0.216, p=.049], gender [F = 0.298, p=.027] and teaching experience [F = 0.012, p=.042] on student’s academic performance. The result also revealed a great significant joint influence of qualification, teachers’ gender and teaching experience on students’ academic performance. These results were further subjected to Scheffe`s post hoc Tests and the results were highly significant. Since teachers professional qualification, gender and teaching experience influence students’ academic performance in Biology, the government and all stakeholders in education sector should endeavour to implement its policy on basic education for all, retain experience teachers through better conditions of service, fund education through provision of teaching aids and thus, create an enlightened society in which every Biology teacher would be educated, experienced and competent enough to have a positive influence on their Biology students for better performance in the subject Keywords: Teachers’ Qualification, Gender, Teaching Experience, Biology, Students’ Academic Performance DOI: 10.7176/RHSS/11-9-03 Publication date: May 31 st 2021

Learning Biology for Sustainable Development Using Hands-On Strategy: Can Gender Achievement Gap Reduce?

Despite the importance of \biology for sustainable development, students’ performance in the subject has been inconsistent. Several interventions have been used to improve students’ learning of Biology but the inconsistency in performance persists. Thus, this study investigated the use of hands-on learning in enhancing students’ academic achievement. The research adopted a pretest-posttest control group quasi-experimental research design with 2x2 factorial. The study also examined the moderating effect of gender on academic achievement. Fifty-eight students offering Biology in the intact classes of two randomly selected schools participated in the study. The data was collected using a 25-item Biology Achievement Test for Students (BATS) subjected to face and content validities, and reliability test. The test-retest reliability method yielded a reliability coefficient of 0.68. The data analyses revealed a significant difference in the effect of strategy on the academic achievement of students in Biology (F (1,53) =8.595), p=0.05, but in favour of the conventional method of teaching. Further findings showed no significant difference in the effect of gender on the academic achievement of students (F (1,53) = 0.980), p>0.05. The researchers noted that hand-on activities are important for Biology learning and recommended that school authorities should allocate adequate time for that purpose.

Influence of Teacher-Centered and Student-Centered Teaching Methods on the Academic Achievement of Post-Basic Students in Biology in Delta State, Nigeria

Teaching methods are essential for effective teaching and learning and to a great extent influence academic achievement of students. The objective of this study therefore was to examine the influence of teaching methods on the academic achievement of senior secondary school students in Biology in Oshimili South Local Government Area of Delta State. The descriptive survey research method was adopted in the study. Two research questions were formulated to guide the study. The population of the study comprised 1,550 biology students in public schools in Oshimili South Local Government Area of Delta State. Simple random sampling technique was used to select forty biology students from five randomly selected schools making it a total of two hundred (200) students. A questionnaire titled “Influence of Teaching Methods on Students' Academic Achievement in Biology Questionnaire (ITMSAABQ) was the main instrument for data collection. Cronbach Alpha analysis was used to test for the reliability of the instrument and it was found reliable with a reliability co-efficient of 0.75. Data collected was analyzed using descriptive statistics of frequency counts, percentages, mean, and standard deviation. Findings from the study revealed that student-centered teaching method increases students’ academic achievement while teacher-centered teaching methods decreases students' academic achievement in biology. The study recommended that teachers should create an environment that will enable students participate fully in the teaching-learning process of biology. Also, State Education Boards should organize seminars to educate biology teachers on the need for and how to use innovative methods in teaching biology.

The Impact of Challenge Strategy on Student Achievement of fourth-grade Students in Biology

The aim of the research is to identify the impact of the challenge strategy in the achievement of the fourth grade students of biology. To achieve the goal, the researcher put the zero hypothesis which states: There is no significant difference at the level of significance (0.05) between the average score of students of the experimental group who will study according to the challenge strategy and average The grades of the students of the control group who will study according to the normal method of testing the collection of biology. The study sample consisted of (70) students of the fourth grade in the university's junior high school. They were randomized to two groups of 35 students in each group. The two groups were rewarded with the following variables: age, IQ test, half-year biology. In the light of the relative importance of content and behavioral purposes, an achievement test consisting of (40) multiple choice types was constructed. The researcher investigated the characteristics of the cytometric test for testing. The experiment lasted 8 weeks. At the end of the experiment, The results were then analyzed and showed that the students of the experimental group who studied according to the challenge strategy.

Parental Input and Intelligence Quotient as Correlates of Secondary School Students Achievement in Biology

<p><em>This study investigated the influence of parental input and intelligent quotient on secondary school students’ achievement in Biology. The study was guided by four research questions and four hypotheses. This study employed a survey research design. A sample of 500 students was used for the study using the stratified sampling and simple random technique. The instrument that was employed in this study is intelligent quotient test and parental input questionnaire, which were adequately validated. The regression method of data analysis was employed. The study revealed that there was a significant relationship between intelligence quotient, parental input and academic achievement of senior secondary school students in Biology.</em><em> </em><em>It was recommended that Parents should spend more time to check their children’s books to see what they are doing in school</em><em>s</em><em> and that Parents should be in contact with teachers who on daily basis are in position to guide the children.</em></p>

Kvalitet problemski orijentisane nastave i postignuće učenika

The paper analyses the possibilities and ways of implementing problem-oriented teachingin the classroom. The goal of the research was to expand the existing knowledge about the level of representation, quality of implementation, and the characteristics of the problem-oriented teaching, as well as about the effect of this form of teaching on the level and quality of student achievement in biology and mathematics. The research involved 97 mathematics teachers, 99 biology teachers, and a total of 1117 students. A descriptive-analytical method was used and the data was collected by using scaling, surveying, and testing techniques. The research results indicate that problem-oriented teaching is the most frequently used teaching approach in mathematics classroom, while it is used to a lesser extent in teaching biology. The students whose teachers frequently use problem-oriented teaching achieve better results than students who are rarely exposed to this type of teaching and learning. As far as the type of the problem is concerned, students mostly have to solve problems containing more information in the text, while the problems with several correct solutions are rarely used. Students generally realise that problem-solving process involves the activities pertaining to the problem-oriented teaching and learning. The analysis of the quality of implementation showed that students do not pay enough attention to initial activities in the problem-solving process and to the evaluation of the achieved results. Positive correlations were established between the analysed characteristics of the problems and student achievement, as well as between the frequency and quality of the problem-oriented teaching activities and student achievement. Problem-oriented teaching is mostly implemented at revision classes by using a dialogue method and individual interaction pattern in teaching mathematics, while frontal interaction pattern is mostly used in biology classes.

Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice.

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English

Pengaruh Penggunaan Active Knowledge Sharing terhadap Hasil Belajar Biologi Ditinjau dari Gaya Belajar Siswa Kelas X SMA Negeri Kebakkramat Tahun Pelajaran 2012/2013

<p>This research is aimed to find out : (1) the effect of the implementation of Active Knowledge Sharing on student achievement in Biology at the grade of Class X at SMA Negeri Kebakkramat; (2) the effect of students’ learning style on student achievement in Biology at the grade of Class X at SMA Negeri Kebakkramat; and (3) the interaction between learning strategy and learning style simultaneously on student achievement in Biology at the grade of Class X at SMA Negeri Kebakkramat. The research belonged to quasi experiment which use Posttest Only Non-Equivalent Control Group Design while the students’ achievement in Biology was the dependent variable. The population of this research was all student of Class X at SMA Negeri Kebakkramat in Academic Year 2012/2013. The sample of this research were the students of class X-1 as the control group and the students of class X-4 as the experimental group that were taken by cluster sampling. The data of the students’ achievement were completed by test, school documents, questionnaires and observation techniques. The analysis technique of this research was two away anava in different cell. The results of hypothesis testing strategies on student achievement is 0.000 for cognitive domains, 0.001 for affective domains, and 0.029 for psychomotor domains. The results of hypothesis testing learning style on student achievement is 0.179 for cognitive domains, 0.759 for affective domains, and 0.538 for psychomotor domains. The results of hypothesis testing of interaction strategies and learning styles on student achievement is 0.538 for cognitive domains, 0.716 for affective domain, 0,879 for psychomotor domains. The conclution of the research were 1) Active Knowledge Sharing strategy has significant effect toward biology’s student achievement of Class X at SMA Negeri Kebakkramat; 2) Learning style does not have significant effect toward biology’s student achievement of Class X at SMA Negeri Kebakkramat; 3) There is no interaction between learning strategy and learning style toward biology’s student achievement of Class X at SMA Negeri Kebakkramat.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Active Knowledge Sharing, Learning Style, Student Achievement In Biology</p>

Effects of Developed Electronic Instructional Medium on Students’ Achievement in Biology

The study investigated the effects of developed electronic instructional medium (video DVD instructional package) on students’ achievement in Biology. It was guided by two research questions and two hypotheses, using a quasi-experimental, pretest-postest control group design. The sample comprised of 180 senior secondary, year two students from six schools located in the three education zones of Niger State. The subjects were divided into an experimental group (electronic medium instruction) and a control group (traditional lecture instruction). Structured Biology Achievement Test (SBAT) with internal consistency reliability co-efficient of 0.83 was used to measure the student’s achievement before and after the treatment. The data obtained from the study were analyzed using Analysis of Covariance (ANCOVA). Results from Means, Analysis of Covariance (ANCOVA) and Scheffe test indicated that the achievement of students in biology greatly improved with the use of electronic instructional medium. Students’ gender had no significant effect on their achievement in biology when electronic medium was used. These results have implications for innovative use of instructional media and creating sound strategies for disseminating science in the classroom.

Effects Of Advance Organizers On Students\' Achievement In Biology: A Case Study Of Bureti District, Kenya

Science Education is emphasized in school curriculum in order to meet the country\'s socioeconomic needs by producing a scientifically literate populace and professionals in science and technology based careers. Biology as a science subject is expected to make a contribution towards these objective. However, the overall achievement of students in biology in the Kenya Certificate of Secondary Education Examination (K.C.S.E) has not been impressive over the last one decade. Approaches used in the instructional process have been identified as among the factors contributing to the problem of poor performance. This study investigated the effects of using advance organizers on students\' achievement in biology. The sample comprised of 166 form three students in Bureti District, Kenya. Data was collected by use of a Biology Achievement Test (BAT). A t-test and One-Way ANOVA statistical techniques were used to analyse the data. Results were accepted at an alpha level of 0.05. The findings indicate that students taught using advance organizers achieved significantly higher than those taught using conventional teaching methods. This paper concludes by discussing the implications and recommendations of the findings. Keywords: Advance organizers, students' achievement, KenyaJournal of Technology and Education in Nigeria Vol. 10 (2) 2005: pp. 1-9

EFFECT OF COMPUTER-ASSISTED INSTRUCTION AND SIMULATION/GAMES ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN BIOLOGY

This study investigated the effect of Computer Assisted Instruction (CAI), Simulation/Games and Conventional Methods on the academic achievement of students in Biology. The treatment at the three levels of CAI, Simulation/Games and Conventional Method was crossed with gender at the two levels of male and female, and locus of control, at the two levels of internals and externals. Data analysis involved Analysis of Covariance as well as Multiple Classification Analysis as a post-hoc measure. The findings revealed no significant two-way and three-way interactions of treatment and gender and locus of control. However, there were significant main effects of treatment and locus of control on students’ achievement in Biology. The MCA further revealed that students taught with the Computer-Assisted Instruction achieved highest while students taught with Simulation/Games achieved better and those students taught with the Conventional Method had the lowest adjusted post-test mean score. Based on these findings, the use of Computer Instruction and Simulation/Games are recommended for teachers in Biology classrooms irrespective of the students’ gender and locus of control. The government is further enjoined to provide computers, programs, instructional packages, costumes and enabling environment for the use of these instructional strategies in schools.

Cognitive style and achievement in science: A report from a developing society

This study investigated the effect of cognitive style, instructional mode and sex on students' achievement in biology. A sample of 258 subjects were involved and the study used a Treatment (2) × Sex (2) × Cognitive style (3) Non-randomized Control Group Pre-test-Post-test Design. Data were collected with Biology Achievement Test (BAT), Aptitude Test and Group Embedded Figures Test (GEFT) and an Analysis of Covariance (ANCOVA) was used to analyse the data. The results show that subjects differed significantly in their post-test achievement scores on instructional mode and cognitive style factors. However, sex main effect was found not to be significant. It is interesting to note that the combined two-way interaction was significant. Of the three individual two-way interactions, instructional mode by sex, and instructional mode by cognitive style were significant. It is noteworthy that the three-way interactions were not significant. The results are discussed and their implications for effective biology instruction and consequently improved student achievement in biology especially in the Nigerian secondary schools are pointed out.

The effect of differentially sequenced individualized instructional materials on student achievement in biology

The effect of differentially sequenced individualized instructional materials on student achievement in biology